"At one extreme thinking is impossible without some information on the subject. At the other extreme, perfect information would make thinking unnecessary."
(Edward deBono)
Introduction
Learning Goal: By the end of this workshop, you will be able to independently answer the following questions:
In this workshop, we practiced thinking about how we think (how we know what we know--also known as metacognition). We readThe Montillation of Traxoline. Were you able to read this text or did you only decode the text?
We use the Gradual Release of Responsibility model (Pearson and Gallagher, 1983) to plan the instruction, catch, and release during our workshops to make sure we give explicit modeling and lots of practice before handing over full responsibility to our students.
"I Do"
Stevi modeled her thinking through a think aloud while Wendy annotated the text "Last Words."
You independently annotated the rest of the text "Conversation Piece". Then we came back together to report the strategies we all used as readers. Stevi and Wendy recorded these strategies on anchor charts, another key element of the workshop model.
What Does it Mean To Read?
"At one extreme thinking is impossible without some information on the subject. At the other extreme, perfect information would make thinking unnecessary."
(Edward deBono)
Introduction
Learning Goal: By the end of this workshop, you will be able to independently answer the following questions:
What does it mean to read?
What does thinking while reading look/sound like?
Pre-assessment
Reflection
In this workshop, we practiced thinking about how we think (how we know what we know--also known as metacognition). We read The Montillation of Traxoline. Were you able to read this text or did you only decode the text?
We use the Gradual Release of Responsibility model (Pearson and Gallagher, 1983) to plan the instruction, catch, and release during our workshops to make sure we give explicit modeling and lots of practice before handing over full responsibility to our students.
"I Do"
Stevi modeled her thinking through a think aloud while Wendy annotated the text "Last Words."
"We Do"
We started annotating the text "Conversation Piece" together.
"You Do"
You independently annotated the rest of the text "Conversation Piece". Then we came back together to report the strategies we all used as readers. Stevi and Wendy recorded these strategies on anchor charts, another key element of the workshop model.